 Original Research |
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| | · Multiplicative reasoning: An intervention's impact on Foundation Phase learners' understanding
Askew, Mike; Venkat, Hamsa; Mathews, Corin; Ramsingh, Valerie; Takane, Thulelah; Roberts, Nicky
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| | · Early learning experiences, school entry skills and later mathematics achievement in South Africa
Visser, Margaretha M.; Juan, Andrea L.; Hannan, Sylvia M.
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| | · Reflective self-study for an integrated learning approach to early childhood mathematics teacher education
Kortjass, Makie
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| | · Distribution of additive relation word problems in South African early grade Mathematics workbooks
Mostert, Ingrid
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| | · Phonological awareness and reading in Northern Sotho - Understanding the contribution of phonemes and syllables in Grade 3 reading attainment
Wilsenach, Carien
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| | · Countering linguistic imperialism with stories in the languages of Africa: The African Storybook initiative as a model for enabling in and out of school literacies
Reed, Yvonne
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| | · Early reading skills related to Grade 1 English Second Language literacy in rural South African schools
Schaefer, Maxine; Kotzé, Janeli
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| | · From 'sheep' to 'amphibian': English vocabulary teaching strategies in South African township schools
Stoffelsma, Lieke
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| | · A comparison of the early reading strategies of isiXhosa and Setswana first language learners
Probert, Tracy N.
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| | · A comparison of the early reading strategies of isiXhosa and Setswana first language learners
Probert, Tracy N.
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| | · A comparison of the early reading strategies of isiXhosa and Setswana first language learners
Probert, Tracy N.
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| | · A comparison of the early reading strategies of isiXhosa and Setswana first language learners
Probert, Tracy N.
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| | · A comparison of the early reading strategies of isiXhosa and Setswana first language learners
Probert, Tracy N.
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| | · A comparison of the early reading strategies of isiXhosa and Setswana first language learners
Probert, Tracy N.
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| | · A comparison of the early reading strategies of isiXhosa and Setswana first language learners
Probert, Tracy N.
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| | · A comparison of the early reading strategies of isiXhosa and Setswana first language learners
Probert, Tracy N.
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| | · A comparison of the early reading strategies of isiXhosa and Setswana first language learners
Probert, Tracy N.
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| | · A comparison of the early reading strategies of isiXhosa and Setswana first language learners
Probert, Tracy N.
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| | · Barriers and bridges between mother tongue and English as a second language in young children
Saneka, Nora E.; de Witt, Marike
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| | · Barriers and bridges between mother tongue and English as a second language in young children
Saneka, Nora E.; de Witt, Marike
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| | · Barriers and bridges between mother tongue and English as a second language in young children
Saneka, Nora E.; de Witt, Marike
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| | · Barriers and bridges between mother tongue and English as a second language in young children
Saneka, Nora E.; de Witt, Marike
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| | · From active joining to child-led participation: A new approach to examine participation in teaching practice
Niemi, Reetta
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| | · Vulnerable masculinities: Implications of gender socialisation in three rural Swazi primary schools
Motsa, Ncamsile D.; Morojele, Pholoho J.
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| | · Home as a primary space: Exploring out-of-school literacy practices in early childhood education in a township in South Africa
Sibanda, Rockie; Kajee, Leila
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| | · A socially inclusive teaching strategy for fourth grade English (second) language learners in a South African school
Malebese, Mots'elisi L.; Tlali, Moeketsi F.; Mahlomaholo, Sechaba
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| | · How a professional development programme changes early grades teachers' literacy pedagogy
Kimathi, Faith K.; Bertram, Carol A.
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| | · Music instruction and reading performance: Conceptual transfer in learning and development
Muthivhi, Azwihangwisi E.; Kriger, Samantha
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| | · Mind the gaps: Professional perspectives of technology-based teaching and learning in the Foundation Phase
Hannaway, Donna
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| | · Profile of factors influencing academic motivation among grade 6 and 7 learners at a state school
Yiga, Sarah I.N.; Khoarai, Lerato; Khosana, Thapelo; Lesupi, Rebonethato; Mduli, Joanah; Shadwell, Tamryn; Botes, Johan; Joubert, Gina
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| | · A modified analytical framework for describing m-learning (as applied to early grade Mathematics)
Roberts, Nicky; Spencer-Smith, Garth
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| | · Learning through play in Grade R classrooms: Measuring practitioners' confidence, knowledge and practice
Isaacs, Shafika; Roberts, Nicky; Spencer-Smith, Garth; Brink, Sonja
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| | · The disempowerment of early childhood practitioners in impoverished and marginalised communities
Knafo, Tilana; Smit, Brigitte; Marais, Petro
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| | · Towards quality early childhood development for refugee children: An exploratory study of a Grade R class in a Durban child care centre
Adams- Ojugbele, Rasheedah O.; Moletsane, Relebohile
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| | · Foundation phase learners' view of learning support and self-esteem
Kriel, Carike; Livingston, Candice
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| | · The constructions of early childhood practitioners' literacy needs on an in-service Bachelor of Education course
Hackmack, Karin
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| | · Foundation phase science teacher identity: Exploring evolutionary module development to promote science teaching self-efficacy
Meiring, Leslie F.
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| | · Effects of a 6 Brick Duplo Block guided play intervention on pre-literate learners' visual perception
Jemutai, Sarah; Webb, Paul
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| | · Accountability of school stakeholders in ensuring orphaned children's school attendance
Ogina, Teresa A.; Ramare, Norman M.
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| | · The development of scientific reasoning of preschool children: Micro-analysis of mind-material-body integration
van Niekerk, Retha
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| | · Evaluating a grief programme offered in primary schools: An Appreciative Inquiry
Horn, Jacqueline; Govender, Sumeshni
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| | · Children's self-regulation and coping strategies in a frustrated context in early education
Veijalainen, Jouni; Reunamo, Jyrki; Sajaniemi, Nina; Suhonen, Eira
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| | · What mathematics knowledge for teaching is used by a Grade 2 teacher when teaching counting
Chikiwa, Samukeliso; Westaway, Lise; Graven, Mellony
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| | · Rational number understanding: The big picture, not the essence
Brown, Bruce
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| | · 'They are visually impaired, not blind … teach them!': Grade R in-service teachers' knowledge of teaching pre-reading skills to visually impaired learners
Kao, Matiekase A.; Mzimela, Patience J.
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| | · Longitudinal influences of socio-economic status on visual-motor integration: The North-West Child Health, Integrated with Learning and Development study
Coetzee, Dané; Pienaar, Anita E.; van Wyk, Yolanda
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| | · The contribution of South African teachers to students' sense of belonging and mathematics achievement: Students' perspective from the 2015 Trends in International Mathematics and Science Study
Arends, Fabian; Visser, Mariette
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| | · Pre-service mathematics teachers' development process in using manipulatives in number operations
Ndlovu, Zanele A.; Chiromo, Lytion
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| | · A tool to enhance the planning of children's literature lessons for Setswana as Home Language
Marais, Elma; Nel, Carisma; Dlavane, Dolly
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| | · Moving beyond league table standings: How measures of opportunity to learn can inform educational quality and policy directives?
van Staden, Surette; Combrinck, Celeste; Roux, Karen; Tshele, Mishack; Palane, Nelladee M.
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| | · Profiles of public and private autism-specific schools in Gauteng
Erasmus, Sumari; Kritzinger, Alta; van der Linde, Jeannie
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| | · Providing remedial support to primary school learners within their zone of proximal development
Taukeni, Simon G.
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| | · Exploring the role of Malaguzzi's 'Hundred Languages of Children' in early childhood education
Mphahlele, Ramashego S.S.
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| | · The experiences of early childhood development home visitors in the Eastern Cape province of South Africa
Azzi-Lessing, Lenette; Schmidt, Kim
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| | · Positive behaviour support in South African Foundation Phase classrooms: Teacher reflections
Dwarika, Veronica M.
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| | · Accelerating mathematics word problem-solving performance and efficacy with think-aloud strategies
Björn, Piia M.; Äikäs, Aino; Hakkarainen, Airi; Kyttälä, Minna; Fuchs, Lynn S.
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| | · Data practices and inequality in South African early childhood development policy: Technocratic management versus social transformation
Rudolph, Norma; Millei, Zsuzsanna; Alasuutari, Maarit
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| | · Formative assessment as 'formative pedagogy' in Grade 3 mathematics
Govender, Poomoney
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| | · The practice of partnerships: A case study of the Disabled Children's Action Group, South Africa
Philpott, Susan C.; Muthukrishna, Nithi
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| | · Contextualising school readiness in South Africa: Stakeholders' perspectives
Munnik, Erica; Smith, Mario
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| | · Measuring the outcomes of a literacy programme in no-fee schools in Cape Town
Zuma, Mlungisi; Boodhoo, Adiilah; Louw-Potgieter, Joha
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| | · The practice learning experiences of student teachers at a rural campus of a South African university
Gravett, Sarah J.; Jiyane, Lindiwe
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| Editorial |
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| | · Editorial
Pretorius, Elizabeth; Murray, Sarah
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| Original Research |
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| | · Teaching science in the foundation phase: Where are the gaps and how are they accounted for?
James, Angela A.; Beni, Saritha; Stears, Michele
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| | · Contradictions within an activity of second language reading literacy
Brink, Sonja; Nel, Carisma
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| | · Foundation Phase teachers' experiences with instruction in the mother tongue in the Eastern Cape
Cekiso, Madoda; Meyiwa, Thenjiwe; Mashige, Mashudu
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| | · The manifestations of the practice of within-class homogeneous ability grouping
Du Plooy, Lucinda L.
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| | · Auditory skills and listening comprehension in English second language learners in Grade 1
Anderssen, Kate-Lyn; Kritzinger, Alta; Pottas, Lidia
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| Editorial |
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| | · Editorial
Henning, Elizabeth
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| Correction |
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| | · Corrigendum: Data practices and inequality in South African early childhood development policy: Technocratic management versus social transformation
Rudolph, Norma; Millei, Zsuzsa; Alasuutari, Maarit
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All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License
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